Helping Young People Find Their Spark
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Friends For Youth Conference, January 27-28, 2011. Day 2, Session 1. Presenter: April Riordan, Mentoring Partnership of Minnesota
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Helping Young People Find Their Spark
- 1. Building Deep and Sustained Relationships with Young People
- 3. External Assets Support Empowerment Boundaries and Expectations Constructive Use of Time
- 4. Internal Assets Commitment to Learning Positive Values Social Competencies Positive Identity
- 6. What were your sparks? Who knew about them? Who was your Spark Champion?
- 14. How many teenagers have sparks? 31% 69%
- 15. The Challenge for Caring Adults
Editor's Notes
- Our mission is to lead the state in building and sustaining quality mentoring for every child. The Mentoring Partnership of Minnesota’s (MPM) Training Institute offers technical assistance and training support to help start, maintain and sustain quality mentoring initiatives, and to prepare both mentors and mentees to make the most of their mentoring relationships. The Training Institute works with mentor programs, workplaces, professional associations and community collaborations, as well as educational, government and faith institutions, to ensure that they have the information and resources they need to support more young people and to enhance the mentoring experience for all.
- Search Institute has been doing research on elements for healthy youth development for decades. You may have heard of the 40 Developmental Assets that have been used in communities and by mentors, parents and programs to pay attention to what kids need to grow up healthy. 20 of the 40 can be wrapped around young people from the outside and fall in these 4 categories. Highlight those that are directly impacted by mentoring.
- The other 20 Developmental Assets are skills, values and beliefs that young people also need to fully engage with and function in the world around them. Youth can acquire these internal assets through observing others, learning the skills and having opportunities to practice these assets and reflect on them with thoughtful adults and peers. (MENTORS)
- Sparks can change over time Young people need multiple champions; some to cheer, some to teach Expect “ups and downs” in the conversations A skill is not automatically a spark Our spark may not be our work
- Responding to researchers, 31% of young people say they don’t currently have a spark. How can mentors begin the exploration process?
- Sparks can change over time Young people need multiple champions; some to cheer, some to teach Expect “ups and downs” in the conversations A skill is not automatically a spark Our spark may not be our work
- Sparks can change over time Young people need multiple champions; some to cheer, some to teach Expect “ups and downs” in the conversations A skill is not automatically a spark Our spark may not be our work